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Background <p>Educational programmes for civil protection personnel differ from other educational concepts due to their heterogeneous target groups and specific competence profiles for crisis and disaster management.</p> Objective <p>In a&#xa0;research project, an area-specific, competence-orientated model for civil protection didactics is to be developed. In addition to other factors, the diverse professional backgrounds of learners, different learning prerequisites and individual needs and requirements are to be taken into account.</p> Methods <p>An online survey was used to investigate how learners assess the quality and relevance of established initial, further and continuing training programmes and what specific challenges exist with regard to their own skills development in practice. In addition, wishes and suggestions for the further development of teaching and learning events were analysed.</p> Results <p>The results of the survey show a&#xa0;predominantly positive assessment of the content and methodology, with practical exercises and practical teaching methods being particularly favoured. At the same time, respondents identified time flexibility, practice-orientated exercises and greater consideration of individual prior knowledge as key suggestions for improvement.</p> Conclusion <p>The study suggests that a&#xa0;sustainable improvement of educational programmes in civil protection can be achieved in particular through greater involvement of learners and adaptation to the specific needs of the target groups.</p>

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Aus‑, Fort- und Weiterbildungsangebote für Lernende im Bevölkerungsschutz

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月3日

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  • Corinna Posingies,
  • Angela Hammerl,
  • Harald Karutz

摘要

Background

Educational programmes for civil protection personnel differ from other educational concepts due to their heterogeneous target groups and specific competence profiles for crisis and disaster management.

Objective

In a research project, an area-specific, competence-orientated model for civil protection didactics is to be developed. In addition to other factors, the diverse professional backgrounds of learners, different learning prerequisites and individual needs and requirements are to be taken into account.

Methods

An online survey was used to investigate how learners assess the quality and relevance of established initial, further and continuing training programmes and what specific challenges exist with regard to their own skills development in practice. In addition, wishes and suggestions for the further development of teaching and learning events were analysed.

Results

The results of the survey show a predominantly positive assessment of the content and methodology, with practical exercises and practical teaching methods being particularly favoured. At the same time, respondents identified time flexibility, practice-orientated exercises and greater consideration of individual prior knowledge as key suggestions for improvement.

Conclusion

The study suggests that a sustainable improvement of educational programmes in civil protection can be achieved in particular through greater involvement of learners and adaptation to the specific needs of the target groups.